John Keller's ARCS Model For Motivation Analysis
To develop an engaging student-centered lesson plan, I followed the four methods of John Keller’s ARCS Model for Motivation. They are attention, relevance, confidence, and satisfaction (Pappas, 2015). To grasp the attention of my students, I included a creative activity that requires that each student show a personal interpretation of Dickinson’s somewhat obscure poem by turning it into a colorful and creative illustration. The instructor can allow for a variety of mediums for this activity. The student can draw or paint and then upload a picture to share in the discussion forum, or the student can utilize a digital painting tool.
I have always enjoyed poetry, viewing it as a sort of puzzle with abundant possibilities. This piques my interest, …show more content…
3). Student confidence relies heavily on the instructor’s presence within the lesson. Because of the design of my lesson, the instructor will need to be actively involved in the students’ learning. It is important for the instructor to understand what prior experience the students’ have with poetry. Is this their first encounter? Do they enjoy poetry? Knowing this will help the instructor to better meet the needs of the online learners participating in this lesson. “A pretest of knowledge or a survey of content covered might be a way of gaining information about what students know to date. Gaining knowledge of students’ prior knowledge is a clearly important step in preparing a quality learning experience” (Simonson, Smaldino & Zvacek, 2014, p. …show more content…
“This can be achieved by encouraging learners to apply their newly acquired knowledge and skills in real world settings or by engaging them in real problem-solving activities” (Pappas, 2015). The final reflection of this lesson plan encourages the student to think on the overall theme of Dickinson’s poem Color-Caste-Denomination and apply it to their own personal experiences with prejudice and classification. Dickinson’s poem is emphasizing that classifications are futile because death is unable to classify the soul as it does not possess identities of race, class or religion (Grimes, 2017). Man assigns these distinctions to himself, but death considers them “unplausible” (Grimes,
I have always enjoyed poetry, viewing it as a sort of puzzle with abundant possibilities. This piques my interest, …show more content…
3). Student confidence relies heavily on the instructor’s presence within the lesson. Because of the design of my lesson, the instructor will need to be actively involved in the students’ learning. It is important for the instructor to understand what prior experience the students’ have with poetry. Is this their first encounter? Do they enjoy poetry? Knowing this will help the instructor to better meet the needs of the online learners participating in this lesson. “A pretest of knowledge or a survey of content covered might be a way of gaining information about what students know to date. Gaining knowledge of students’ prior knowledge is a clearly important step in preparing a quality learning experience” (Simonson, Smaldino & Zvacek, 2014, p. …show more content…
“This can be achieved by encouraging learners to apply their newly acquired knowledge and skills in real world settings or by engaging them in real problem-solving activities” (Pappas, 2015). The final reflection of this lesson plan encourages the student to think on the overall theme of Dickinson’s poem Color-Caste-Denomination and apply it to their own personal experiences with prejudice and classification. Dickinson’s poem is emphasizing that classifications are futile because death is unable to classify the soul as it does not possess identities of race, class or religion (Grimes, 2017). Man assigns these distinctions to himself, but death considers them “unplausible” (Grimes,